Presented by Ms. Vayas At Bancroft MS March 25, 2008

Overview Bloom’s Taxonomy and higher-order thinking Take a walk down memory lane Investigate the Revised Taxonomy Explore each of the six levels See how questioning plays an important role within the framework (oral language)

What is Higher-order thinking? In 1956, Benjamin Bloom developed a classification of levels of intellectual Behavior important in learning. Bloom identified six levels from the simple recall or recognition of facts, as the lowest level, through increasingly more complex and abstract mental levels, to the highest order which is classified as evaluation.

Original Terms Evaluation Synthesis Analysis Application Comprehension Knowledge (Based on Pohl, 2000, Learning to Think, Thinking to Learn, p. 8)

BLOOM’S REVISED TAXONOMY Creating Generating new ideas, products, or ways of viewing things Designing, constructing, planning, producing, inventing. Evaluating Justifying a decision or course of action Checking, hypothesising, critiquing, experimenting, judging Analysing Breaking information into parts to explore understandings and relationships Comparing, organising, deconstructing, interrogating, finding Applying Using information in another familiar situation Implementing, carrying out, using, executing Comprehension Explaining ideas or concepts Interpreting, summarising, paraphrasing, classifying, explaining KNOWLEDGE Recalling information Recognising, listing, describing, retrieving, naming, finding

KNOWLEDGE The learner is able to recall, restate and remember learned information. –Recognising –Listing –Describing –Identifying –Retrieving –Naming –Locating –Finding Can you recall information?

Classroom Roles for KNOWLEDGE Teacher roles Directs Tells Shows Examines Questions Evaluates Student roles Responds Absorbs Remembers Recognises Memorises Defines Describes Retells Passive recipient

Questions for Knowledge What happened after...? How many...? What is...? Who was it that...? Can you name...? Find the definition of… Describe what happened after… Who spoke to...? Which is true or false...? (Pohl, Learning to Think, Thinking to Learn, p. 12)

Comprehension The learner grasps the meaning of information by interpreting and translating what has been learned. –Interpreting –Exemplifying –Summarising –Inferring –Paraphrasing –Classifying –Comparing –Explaining Can you explain ideas or concepts?

Classroom Roles for Comprehension Teacher roles Demonstrates Listens Questions Compares Contrasts Examines Student roles Explains Describes Outlines Restates Translates Demonstrates Interprets Active participant

Questions for Comprehension Can you explain why…? Can you write in your own words? How would you explain…? Can you write a brief outline...? What do you think could have happened next...? Who do you think...? What was the main idea...? Can you clarify…? Can you illustrate…? Does everyone act in the way that …….. does? (Pohl, Learning to Think, Thinking to Learn, p. 12)

Applying The learner makes use of information in a context different from the one in which it was learned. –Implementing –Carrying out –Using –Executing Can you use the information in another familiar situation?

Classroom Roles for Applying Teacher roles Shows Facilitates Observes Evaluates Organises Questions Student roles Solves problems Demonstrates use of knowledge Calculates Compiles Completes Illustrates Constructs Active recipient

Questions for Applying Do you know of another instance where…? Can you group by characteristics such as…? Which factors would you change if…? What questions would you ask of…? From the information given, can you develop a set of instructions about…? (Pohl, Learning to Think, Thinking to Learn, p. 13)

Analysing The learner breaks learned information into its parts to best understand that information. –Comparing –Organising –Deconstructing –Attributing –Outlining –Finding –Structuring –Integrating Can you break information into parts to explore understandings and relationships?

Classroom Roles for Analysing Teacher roles Probes Guides Observes Evaluates Acts as a resource Questions Organises Dissects Student roles Discusses Uncovers Argues Debates Thinks deeply Tests Examines Questions Calculates Investigates Inquires Active participant

Question for Analysing Which events could not have happened? If...happened, what might the ending have been? How is...similar to...? What do you see as other possible outcomes? Why did...changes occur? Can you explain what must have happened when...? What are some or the problems of...? Can you distinguish between...? What were some of the motives behind..? What was the turning point? What was the problem with...? (Pohl, Learning to Think, Thinking to Learn, p. 13)

Evaluating The learner makes decisions based on in-depth reflection, criticism and assessment. –Checking –Hypothesising –Critiquing –Experimenting –Judging –Testing –Detecting –Monitoring Can you justify a decision or course of action?

Classroom Roles for Evaluating Teacher roles Clarifies Accepts Guides Student roles Judges Disputes Compares Critiques Questions Argues Assesses Decides Selects Justifies Active participant

Questions for Evaluating Is there a better solution to...? Judge the value of... What do you think about...? Can you defend your position about...? Do you think...is a good or bad thing? How would you have handled...? What changes to.. would you recommend? Do you believe...? How would you feel if...? How effective are...? What are the consequences..? What influence will....have on our lives? What are the pros and cons of....? Why is....of value? What are the alternatives? Who will gain & who will loose? (Pohl, Learning to Think, Thinking to Learn, p. 14)

Creating The learner creates new ideas and information using what has been previously learned. –Designing –Constructing –Planning –Producing –Inventing –Devising –Making Can you generate new products, ideas, or ways of viewing things?

Classroom Roles for Creating Teacher roles Facilitates Extends Reflects Analyses Evaluates Student roles Designs Formulates Plans Takes risks Modifies Creates Proposes Active participant

Questions for Creating Can you design a...to...? Can you see a possible solution to...? If you had access to all resources, how would you deal with...? Why don't you devise your own way to...? What would happen if...? How many ways can you...? Can you create new and unusual uses for...? Can you develop a proposal which would...? (Pohl, Learning to Think, Thinking to Learn, p. 14)

How does it all fit together? Bloom’s Revised Taxonomy

A good teacher makes you think even when you don’t want to. (Fisher, 1998, Teaching Thinking)

Lower Order Questions Lower level questions are those at the remembering, understanding and lower level application levels of the taxonomy. Usually questions at the lower levels are appropriate for: Evaluating students’ preparation and comprehension Diagnosing students’ strengths and weaknesses Reviewing and/or summarising content

Higher Order Questions Higher level questions are those requiring complex application, analysis, evaluation or creation skills. Questions at higher levels of the taxonomy are usually most appropriate for: Encouraging students to think more deeply and critically Problem solving Encouraging discussions Stimulating students to seek information on their own